CfE Primary School Leadership Conferences - Keynote Presentation

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Curriculum for Excellence Primary School
Leadership Conference Keynote presentation

• Graeme Logan
• September / October 2014

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evidence of impact of Curriculum for Excellence

• Between September 2013 and June 2014, in almost
  all schools
• inspected (91), one or more aspect of
  childrens/young
• peoples positive attributes (e.g. confidence,
  ambition,
• motivation) and/or learning experiences are
  reported as a key
• strength.

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primary school inspection findings 2013-14 key
strengths

• 126 schools positive attributes of children
• 81 schools the impact of the leadership of the
  headteacher
• 60 schools teamwork and commitment of staff to
  ensure positive experiences/improvements for
  children
• 44 schools aspects of support and care
• 42 schools impact of partnerships with parents
• 41 schools impact of partnerships with the
  community, including local businesses
• 27 schools childrens learning experiences
• 18 schools childrens attainment in literacy and
  English
• 15 schools outdoor learning

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primary school inspection findings 2013-14 areas
for improvement

• 93 schools continue to develop the curriculum
• 65 schools need more effective systems for
  improvement through self-evaluation
• 51 schools improve approaches to meeting the
  learning needs of all children
• 49 schools improve approaches to tracking and
  monitoring childrens progress to ensure they
  attain as highly as possible
• 38 schools improve childrens learning
  experiences, including opportunities for
  responsibility and leadership
• 31 schools raise attainment
• (numeracy/mathematics with the most specific
  mentions)
• 8 schools improve partnerships with parents

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primary school inspection findings Sept
2013-June 2014
unsatis. weak satis. good vg exc.
1.1 1 12 27 54 38 1
2.1 0 4 21 55 49 4
5.3 1 17 18 61 31 5
5.1 3 18 30 57 24 1
5.9 1 25 31 49 22 5
133 inspections carried out
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Inspection Advice Note 2014-15

• year of consolidation in terms of expectations
• reducing bureaucracy
• clear strategy for assessment
• planning progression
• skills for learning, life and work

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continuing to implement Curriculum for Excellence

• pathways not tramlines
• informed personalisation and choice
• a broad general education for all
• reduction in assessment
• building on the success of this years national
  qualification results

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Progression
Progression
Progression
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In Curriculum for Excellence, learners make
progress by

• continually building on their prior learning
• accessing enriching, stimulating, relevant and
  appropriately challenging learning experiences
  and
• having opportunities for applying, consolidating
  and reinforcing learning.
• Learning is usually not linear and learners may
  progress along different routes and pathways
  through the Experiences and Outcomes.
• Expectations and milestones are important.

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Mountains of bumph are no substitute for
clarity.
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tracking and monitoring

• Your analysis and intervention to
• help every child make the best
• possible progress, based on
• a range of assessment evidence.

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your school assessment strategy

• purpose and principles of assessment
• links between learning, teaching and assessment
• place of formative assessment
• range of assessment methods
• place of summative or standardised methods
• arrangements for moderation
• arrangements for tracking and improving
  childrens progress
• reporting, recognising achievement, profiling

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• The leader of the
• school is also the
• narrator of the
• school.

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• Many organisations are
• over-communicating and
• under-conversing.
• Richard Reeve

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professional dialogue

• criticality
• challenging, questioning, debating
• identify, conceptualise and define
• best practice or best problems?
• apply your skills in enquiry to professional
  dialogue in your school and cluster

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classroom interventions which seem to have most
impact

• accessing prior knowledge and utilising
  prediction
• authentic engagement
• reinforcing and modelling high expectations
• differentiated challenge
• enquiry and high quality questioning
• finding excellent solutions or products
• metacognition
• land-marking progress against agreed outcomes
• purposeful assessment and feedback
• rehearsal, consolidation and transfer
  
• Alistair Smith 2014

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independent
dependent

• follows instructions
• must get it right
• wants the answer
• follows the teachers logic and tries to get it
  right
• follows teachers pace
• answers teachers questions
• grouped by the teacher
• rewarded upon completion
• is given a mark, level or grade
• assessed by the teacher
• focus is on becoming a better performer
• concerned with status and pecking order

• makes decisions
• must have a go
• wants the method
• learns incrementally and by trial and error
• controls own pace
• answers own questions
• elects who to learn with
• rewarded by effort
• interprets own mark, level or grade
• assessed by teacher/self/peers
• focus is on becoming a better learner
• concerned with progress and capacity to improve

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Local Shop Learning If you were running a
supermarket instead of a school and saw that 30
out of 100 customers each day left your shop
without buying anything, you would think about
changing your inventory. But that does not happen
easily in schools because of deeply rooted, even
if scientifically unsupported, beliefs that
learning can only occur in a particular
way. Lord Knight of Weymouth, quoted Education
Britain The Journey to Education Reform,
Education Foundation 2011
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strong self-evaluation is often

• precise and focused
• forensic in the analysis of childrens progress
• practice-based rather than just paper-based
• able to generate specific strengths and areas for
  improvement, for example in relation to active
  learning
• Prioritises time and energy on learners
  experiences
• and outcomes.
• Ensures low internal variability in core areas.

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Additional in-service day (primary)

• Film clips of headteachers describing their
  journeys in developing the curriculum relative to
  their own context available on the Education
  Scotland website.
• The assessing progress and achievement
  professional learning resource assessment,
  including tracking and monitoring.
• Evaluating and Improving the Primary Curriculum
  toolkit.
• Resources to support the implementation of 12
  languages model resources for P1-P7
• SSLN Professional Learning Resource on numeracy
  published recently and the national numeracy
  framework will to be published in the autumn.
• Annotated exemplars of assessing progress through
  the various levels for each curriculum area have
  now been published on Glow.

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http//www.educationscotland.gov.uk/resources/e/ev
aluatingandimprovingourcurriculumprimary/introduct
ion.asp?strReferringChanneleducationscotlandstrR
eferringPageIDtcm4-713590-64
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http//www.educationscotland.gov.uk/learningteachi
ngandassessment/assessment/progressandachievement/
professionallearningresource/curriculum/languages/
literacyandenglish/progress.asp
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http//www.educationscotland.gov.uk/video/r/reduci
ngteachersplanning.asp?strReferringChanneleducati
onscotlandstrReferringPageIDtcm4-615801-64
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http//www.educationscotland.gov.uk/keycfesupport/
index.asp
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http//www.educationscotland.gov.uk/resources/p/po
laar/introduction.asp?strReferringChanneleducatio
nscotlandstrReferringPageIDtcm4-615801-64
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major deliverables 14/15

• HGIOS 4
• Opening Up Great Learning series
• refresh of Glow
• more examples of planning progression
• new range of e-bulletins, including monthly
  digest for headteachers

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your primary curriculum

• rationale clear, compelling story of how you
  have designed the curriculum vision purpose
• programmes and courses best possible progression
  for all children across all curriculum areas
• transitions designed to ensure continuity in
  learning
• four contexts for learning/totality of the
  curriculum helps all children to achieve as well
  as they can

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The vision

• Learners in Scotland will progress in
• one of the most effective education
• systems in the world, renowned for
• the ability of national and local
• partners to work flexibly together to
• achieve high quality and equitable
• outcomes for all

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Keep the focus on outcomes for learners!

• educational outcomes for all learners are
  improving
• inequity in educational outcomes is eradicated
• public confidence in education is high

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Never forget the important of what you say and do
as headteacher!

• Control (is s/he in charge?)
• Clarity (is s/he sure of her ground?)
• Coherence (can I align my aspirations with
  his/hers?)
• Concern (does s/he understand the challenges I
  face?)
• Consistency (will s/he adopt the behaviours she
  espouses?)